Tiếng AnhLớp 2Unit 8. In the village

Giáo án Review 2

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
- recognise and pronounce the letters Q q (/kw/), X x (/ks/), J j (/dʒ/), V v (/v/) and the 12 key words: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van, volleyball.
- use the sentence patterns: What's he/she doing?; I can see a/an …; Is there a/an …?; Pass me the …, please. – Here you are.; This is a …; Can you draw a …?
- understand the short story 'Breakfast on the farm' and find the sentence asking for something to be passed and the question about drawing ability.
- use the article 'a' before consonant sounds and 'an' before vowel sounds, as in 'a fox' and 'an ox'.
Communicative competence in English through listening, speaking, reading and writing: Ss listen and choose correct pictures, read the story and answer questions, speak the target patterns in pairs, and write the first letter of words.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the sounds /kw/, /ks/, /dʒ/, /v/ correctly, use the 12 target words, and use 'a' and 'an' correctly in phrases such as 'a fox' and 'an ox'.

2. General competences

Self-control and independent learning: Ss check their own answers after each exercise, correct mistakes and review the letters and words at home with the Review 2 page on NeoEdu.
Communication and collaboration: Ss work in pairs and groups to ask and answer questions, pass items to each other and describe a village picture together.
Problem-solving and creativity: Ss match letters with words, use clues from pictures and story lines to choose answers, and create their own village picture using the target language.

3. Personal qualities

Diligence: Ss complete all review exercises on time and practise the letter sounds and words at home.
Responsibility: Ss take turns in pair and group work, keep the classroom materials tidy and finish their assigned role in the project.
Honesty: Ss check their answers against the audio and the story honestly and admit their mistakes so they can correct them.
Kindness: Ss help classmates who are slow to find the answer by giving friendly hints and praising each other's work.

II. Resources and materials

1. Teacher

Global Success English 2 textbook, Unit 5–8 and Review 2 pages
Audio recording of Review 2 (listening exercises 5, 6, 7 and story reading)
Picture flashcards of the 12 target words and the 4 letters Q q, X x, J j, V v
Pictures of a farm and a village (ox, fox, box, van, jam, juice, jelly, square, quiz, volleyball)
Projector or interactive board with the NeoEdu learning page: neoedu.vn/learn/2/english/review-2 (lesson presentation, examples and interactive exercises)
Worksheet 1 and Worksheet 2 (printed for each pair)

2. Pupils

English 2 textbook and notebook
Coloured pencils, crayons and a pencil case
Pair and group cards: small paper cards with a picture or a word on each card
A sheet of A4 paper for the group village picture project

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Guess the picture and chant

Aims

Ss activate the target words and the question pattern 'What's he/she doing?' and get ready for the lesson.

Content

T shows picture flashcards of a farm and a village. Ss guess the word and ask and answer the question 'What's he/she doing?' using pictures of people doing actions (doing a quiz, colouring a square). Ss chant the words with the letters Q, X, J, V.

Expected outcomes

Ss say at least 6 target words correctly and answer 'What's he/she doing?' with 'He's/She's doing a …'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Hello, class! Let's play Guess the picture.' T shows a flashcard of a fox quickly and asks: 'What is it?' Then T shows a picture of a girl doing a quiz and asks: 'What's she doing?'
Pupils
Ss look at the picture and answer: 'It's a fox.' / 'She's doing a quiz.'
Teacher
T leads a chant: 'Quiz, question, square! Box, fox, ox! Juice, jelly, jam! Village, van, volleyball!' T claps the rhythm and invites Ss to join.
Pupils
Ss chant together and clap. Some Ss repeat the words loudly, others whisper them.
Teacher
T calls 3 pairs to stand and ask and answer: 'What's he doing?' 'He's colouring a square.' T gives praise with stars.
Pupils
Pairs stand up and speak. Expected answer: 'What's he doing?' – 'He's colouring a square.'
Teacher
T says: 'Great! Today we review the letters Q, X, J, V and the words of Unit 5–8.' T writes the title on the board: Review 2.
Pupils
Ss open their textbooks at page Review 2 and repeat the title.

Activity 2.1: Exploration · 10 minutes

Look, listen and repeat: letters Qq, Xx, Jj, Vv and key words

Aims

Ss recognise the four letters, their sounds and the key words that contain them.

Content

T reviews the sound of each letter: Q q /kw/ (question, square, quiz), X x /ks/ (box, fox, ox), J j /dʒ/ (juice, jelly, jam), V v /v/ (village, van, volleyball). Ss look at the pictures, listen to the audio and repeat. Then Ss play 'Clap the sound': T says a word and Ss clap when they hear the target letter sound.

Expected outcomes

Ss pronounce the four letter sounds and the 12 key words correctly and match each letter with its words.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the letters Q q, X x, J j, V v on the board and asks: 'What sound does Q make? Listen to the audio and repeat.' T plays the audio of the words.
Pupils
Ss look at the letters and listen to the audio. Expected answer: 'Q makes /kw/ like in quiz.'
Teacher
T shows the flashcards one by one and asks Ss to repeat as a whole class, then in groups of 4. T corrects the pronunciation of /ks/ in fox and /dʒ/ in juice.
Pupils
Ss repeat each word. Groups take turns saying the words. Ss listen to the teacher and correct their pronunciation.
Teacher
T plays 'Clap the sound': T says a word such as 'village' and Ss clap if the word begins with the letter V. T asks: 'Which word starts with J?'
Pupils
Ss clap when they hear the target letter. Expected answer: 'Jelly! Jam! Juice!'
Teacher
T summarises: 'Q is /kw/, X is /ks/, J is /dʒ/, V is /v/.' T asks Ss to write the first letter of 2 words on the board.
Pupils
Ss write the first letter of the words, for example 'q' for quiz, 'v' for van, and say the sound aloud.

Activity 2.2: Exploration · 10 minutes

Look, listen and say: sentence patterns in context

Aims

Ss review and use the six sentence patterns of Unit 5–8 in meaningful situations.

Content

T presents the six patterns with pictures: What's he/she doing? I can see a/an …; Is there a/an …?; Pass me the …, please. – Here you are.; This is a …; Can you draw a …? T models each pattern and Ss repeat. Then T gives a short example for each pattern with the picture cards.

Expected outcomes

Ss say each pattern correctly and understand its meaning in context, with the correct use of 'a' and 'an'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the picture of a farm and says: 'I can see an ox.' Then T asks: 'Is there a fox?' and models the answer 'No, there isn't.'
Pupils
Ss listen and repeat the sentences after T. Expected answer: 'I can see an ox.'
Teacher
T asks Ss to work in pairs with the card game: one S holds the picture cards, the other asks 'Is there a van?' or 'Can you draw a box?' and answers 'Yes, I can' / 'No, I can't'. T walks around and helps.
Pupils
Pairs take turns asking and answering. Expected answers: 'Yes, there is.' / 'Yes, I can.' / 'Here you are.'
Teacher
T calls 2–3 pairs to act out the pattern 'Pass me the jam, please.' with a real object (a toy jar). T corrects 'a' and 'an' carefully.
Pupils
Pairs act out the dialogue. Expected sentence: 'Pass me the jam, please.' – 'Here you are.'
Teacher
T writes on the board: 'a fox, an ox, a van, an example.' T asks Ss to notice when we use 'a' and when we use 'an'.
Pupils
Ss explain: 'We use an before vowel sounds, a before consonant sounds.' They copy the examples in their notebooks.

Activity 2.3: Exploration · 10 minutes

Reading: 'Breakfast on the farm'

Aims

Ss read and understand a short story using the target patterns and vocabulary.

Content

Ss read the four-frame story 'Breakfast on the farm' in the textbook with the picture of Lan passing a jar of jam to Minh, an ox and a van outside the window. Ss find the sentence asking for something to be passed ('Pass me the jam, please.') and the question about drawing ability ('Can you draw a van, Minh?'). Ss complete Worksheet 1.

Expected outcomes

Ss read the story aloud with correct pronunciation and find the two target sentences; they complete Worksheet 1.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the picture of the story and asks: 'Where are Lan and Minh? What can you see outside the window?'
Pupils
Ss look at the picture and answer: 'They are having breakfast on the farm.' 'We can see an ox and a van.'
Teacher
T reads frame by frame and Ss repeat. Then pairs read the story in role (Lan and Minh). T gives Worksheet 1 to each pair.
Pupils
Ss read in pairs, one as Lan and one as Minh. They underline the sentence 'Pass me the jam, please.' and the question 'Can you draw a van, Minh?'
Teacher
T asks: 'Is it true that Minh can't draw a van?' and checks the answers with the class.
Pupils
Expected answer: 'No, it's false. Minh can draw a van. He says: Yes, I can.'
Teacher
T summarises: 'Read the story carefully to find the information you need.' T asks Ss to say one sentence from the story.
Pupils
Ss say the sentence aloud and copy one sentence into their notebooks.

Activity 3.1: Practice · 10 minutes

Listen and choose the correct picture

Aims

Ss listen to the words and choose the correct picture to practise the target vocabulary.

Content

Ss listen to exercises 5, 6 and 7 from the audio. Exercise 5: Ss listen and choose the correct picture among a fox, a van and a jelly. Exercise 6: Ss listen and choose among a square, a box and a village. Exercise 7: Ss listen to three words and choose the letter that they start with: j, v or q.
Answer key: Exercise 5 – C (jelly). Exercise 6 – A (square). Exercise 7 – B (v, because van, village, volleyball all begin with the /v/ sound).

Expected outcomes

Ss choose the correct picture or letter for exercises 5, 6, 7 with the answer key: 5 – C (jelly), 6 – A (square), 7 – B (v).

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the task: 'Listen and choose the correct picture.' T plays exercise 5 once and asks Ss to listen carefully.
Pupils
Ss listen to the audio and look at the three pictures.
Teacher
T plays exercises 5, 6, 7 one by one. T pauses after each item and checks quickly with a show of fingers (A, B, C). T asks the question: 'Which word begins with /v/?' for exercise 7.
Pupils
Ss listen, choose and show their answers with their fingers. Expected answer for exercise 7: 'Van, village and volleyball start with v.'
Teacher
T calls 3 Ss to say the answer with a full sentence: 'I hear jelly.' 'I hear square.' 'The letter is v.'
Pupils
Ss say the answer aloud. Expected answers: 'I hear jelly.' 'I hear square.' 'The letter is v.'
Teacher
T confirms the answers and asks Ss to say the words again: 'Jelly – square – van.'
Pupils
Ss repeat the words and check their own answers in their notebooks.

Activity 3.2: Practice · 10 minutes

Read, match and answer: letters, words and questions

Aims

Ss complete the reading and writing exercises to consolidate letters, words and the sentence patterns.

Content

Ss do exercise 2 (Minh asks for: A. jam, B. juice, C. jelly – answer A), exercise 3 (Ss see: A. an ox, B. a fox, C. a van, D. a box – answer A and C), exercise 4 (True/False: 'Minh can't draw a van' – answer False), exercise 8 (Match the words with their first letter: quiz – q, juice – j, volleyball – v, ox – o), exercise 9 (Fill in the missing letter: fo_ (x), _am (j), _an (v) – answers x, j, v), exercise 10 (Look at the picture and answer 'What's he doing?' – answer A: He's colouring a square.).

Expected outcomes

Ss complete all exercises with the correct answers: 2 – A (jam); 3 – A and C (an ox, a van); 4 – False; 8 – quiz–q, juice–j, volleyball–v, ox–o; 9 – x, j, v; 10 – A (He's colouring a square.).

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes exercises 2–4 on the board and asks Ss to read the story questions. T reminds Ss of Worksheet 1.
Pupils
Ss read the questions silently and find the answers in the story.
Teacher
T asks Ss to work in pairs to complete exercises 8, 9 and 10. T walks around, supports weaker Ss and checks the spelling of the letters.
Pupils
Pairs complete the matching and the missing letters. Expected answers: 'quiz – q, juice – j, volleyball – v, ox – o'; 'fo(x), (j)am, (v)an'.
Teacher
T calls one pair to give the answers to exercise 10 in a full sentence: 'What's he doing? He's colouring a square.' T confirms the answers for the class.
Pupils
Pairs report the answers. Expected answer: 'He's colouring a square.'
Teacher
T summarises the key points: 'A before consonant sounds, an before vowel sounds. Q, X, J, V have their own sounds.'
Pupils
Ss correct their answers with a different colour pen.

Activity 4: Application · 15 minutes

Project: My village picture and a mini talk

Aims

Ss use the target words and sentence patterns to draw and describe a village in a group project.

Content

Groups of 4 draw a village on an A4 sheet. Each group must include at least 4 target items (for example: an ox, a fox, a box, a van, a square, a jar of jam). Groups then present their picture using the patterns 'I can see a/an …', 'Is there a/an …?' and 'This is a …'. Classmates ask 'Can you draw a …?' and answer 'Yes, I can.' or 'No, I can't.' Finally, Ss tidy up the classroom and say one thing they learned today.

Expected outcomes

Each group has a village picture with at least 4 labelled target items and a short oral presentation using at least 3 target patterns.

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into groups of 4 and gives each group an A4 sheet and coloured pencils. T shows an example picture and says: 'Draw a village with an ox, a fox and a van.'
Pupils
Ss form groups, choose roles (drawer, writer, speaker, checker) and look at the example.
Teacher
T monitors the groups and reminds them to use the target words. T helps with labels such as 'a box', 'an ox', 'a van'.
Pupils
Ss draw the picture and write the labels. Expected labels: 'an ox', 'a fox', 'a box', 'a van', 'a jar of jam'.
Teacher
T invites 2 groups to present: 'This is our village. I can see an ox. Is there a fox? Yes, there is.' T asks classmates to ask 'Can you draw a van?'
Pupils
Speakers present. Other groups ask and answer: 'Can you draw a van?' – 'Yes, I can.'
Teacher
T praises the work and asks: 'What is one thing you remember today?' T gives stars to the best group.
Pupils
Ss say one thing they learned, for example: 'Q is kw, X is ks, a fox and an ox.' They tidy up the classroom.

Worksheets

Worksheet 1: Breakfast on the farm

Read the story 'Breakfast on the farm' in pairs and answer the questions.

1. Find the sentence where Minh asks Lan for something. Write it here: ________
1. What does Minh ask for? A. jam B. juice C. jelly
1. Is there an ox outside the window? Yes / No
1. Can Minh draw a van? True / False
1. Write the question Lan asks Minh about drawing: ________

Worksheet 2: Review letters and words

Complete the exercises.

1. Match the word with its first letter:
- quiz – ____
- juice – ____
- volleyball – ____
- ox – ____
1. Fill in the missing letter:
- fo__ (fox)
- __am (jam)
- __an (van)
1. Look at the picture of a boy colouring a square. Answer: What's he doing? He's ____________.

Homework

Listen to the Review 2 audio at home and repeat the 12 target words and the 4 letter sounds Q, X, J, V at least three times a day.
Draw one picture of a farm or a village with 3 target items and write their names with 'a' or 'an' (for example: an ox, a fox, a van).
Practise with a family member: ask 'Can you draw a van?' and answer 'Yes, I can.' or 'No, I can't.' Then say 'Pass me the jam, please.' and 'Here you are.'
Log in to the Review 2 page on NeoEdu (neoedu.vn/learn/2/english/review-2) and do the interactive exercises to check your answers.

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